DEVELOPMENTAL CRISIS IN EARLY ADULTHOOD: A ...

More documents

Recommendations

Info

5.8 Memos Memos were used throughout the empirical stages of this project to record analytical thoughts, insights, themes or relational patterns. The approach in the current study was to write most memos directly into a Word file on a computer, if the insight emerged with a computer close to hand (which it often did). A few others were written on scrap pieces of paper. A collection of memos made over the duration of the project is available in Appendix D. These serve as part of an “audit trail” for the reader to trace the logic or sequence of analytical developments as they occurred. 5.9 Within-Case Analysis Analysis in all studies was firstly conducted on the level of each individual case. The aim of this within-case analysis was to develop person-specific themes, superordinate themes, key relational dimensions between themes, and also to develop an overall holistic analysis of the case as a totality. Each within-case analysis led to the creation of three case-specific documents: a) A list of themes and superordinate themes This document summarised and presented the list of themes and superordinate themes found in the transcript. b) A case summary This document provided a brief, accessible and concise holistic narrative summary of the case. c) A document linking themes to illustrative quotes for each participant This document provided a source of quotes that gave evidence of the theme’s basis and location in the interview data. For some particularly rich, complex or unusual cases, a within-case diagram was also created that visually summarised key relationships between analytical themes. An example of all these four within-case analysis documents for Gemma’s case from Study 1 is shown in Appendix F. Each of these documents had reciprocal influence on one another and evolved together. 5.10 Between-Case Analysis After within-case analysis of individuals, cases were compared and contrasted to search for the themes, superordinate themes, processes and structures that applied for multiple cases. This was first done within gender-specific clusters of cases, then 69
for the whole gender, and then within the sample, and then finally on all cases combined across all three studies. This movement up from individuals to clustered groups of progressively increasing size promoted an inductive focus in the emerging model to complement any deductive inferences made from prior theory, and ensured that the participant’s voices and experiences were retained in the model which was developed. The processes of clustering and between-case analysis are described in more detail in the Study 1 Specifics section below. 5.11 Data Display: Matrices and Diagrams Data displays are employed in a number of ways during analysis and reporting. Informal displays were used to aid brainstorming and exploratory analysis (see pp.123-124 in Chapter 7 for examples). Diagrams are used to encapsulate key relations in single cases of crises (e.g. Appendix F). Diagrams are also used to portray case clusters (shown on p.75 in this Chapter). Matrices are used to present participant details, and to present case-ordered data in summary form (see Appendix H). Finally, a matrix/diagram hybrid is used to summarise the overall model (p.171 in Chapter 9). Study 1 Method Specifics Having described those methodological processes that are common across all three studies, this section of the chapter now presents those points that were specific to the first empirical study. 5.12 Study 1 Sample The recruitment processes, case definition and demographic parameters in Study 1 were as described in sections 5.3 to 5.5 of this chapter. The sample size was initially set to 20. A purposive form of sampling was employed to seek an even balance of men and women and a diverse representation of ages within early adulthood. This involved a stratified sample frame that crossed two age bands with gender to create four cells. The resulting sample frame is shown in Table VII. The target was to find five participants in each of the four cells of the sample frame. 70
Page 1 and 2:
DEVELOPMENTAL CRISIS IN EARLY ADULT
Page 3 and 4:
Acknowledgements I would like to th
Page 5 and 6:
7 Study 2: Rescuing the Hijacked Se
Page 7 and 8:
considered to be a constructive par
Page 9 and 10:
models, psychodynamic theory, socia
Page 11 and 12:
This literature review will act as
Page 13 and 14:
stable structures, by the assimilat
Page 15 and 16:
goal-directed sense, but there is a
Page 17 and 18:
“Where such a Dream exists, we ar
Page 19 and 20:
Table I. Caplan’s Four Phases of
Page 21 and 22:
Table III. O’Connor and Wolfe’s
Page 23 and 24: “Having a crisis at the time is n
Page 25 and 26: 1. Undergoing stressful experiences
Page 27 and 28: The store of self-knowledge provide
Page 29 and 30: has, according to Booker (2005), ev
Page 31 and 32: of which represents a more complex
Page 33 and 34: isolated set of me-facts but is dee
Page 35 and 36: terms. These kind of popularised th
Page 37 and 38: involves genuine integration of com
Page 39 and 40: Figure 5. Births within marriage an
Page 41 and 42: ecorded by the US Bureau of Labor S
Page 43 and 44: group data and statistical analysis
Page 45 and 46: cognitive dissonance theory on a si
Page 47 and 48: testing and theory-exemplification
Page 49 and 50: human agendas that shape knowledge.
Page 51 and 52: 4. A Composite Qualitative Methodol
Page 53 and 54: thesis, and I shall later in this c
Page 55 and 56: Nonetheless it could also be argued
Page 57 and 58: IPA can employ any written data sou
Page 59 and 60: ecommended to use a homogenous samp
Page 61 and 62: Case summaries are another written
Page 63 and 64: similarities that bind clusters tog
Page 65 and 66: conclusions and findings in order t
Page 67 and 68: d) Resonance / Impact / Applicabili
Page 69 and 70: 3. A consent form detailing the key
Page 71 and 72: Dear all, I am currently in the 1 s
Page 73: accurately restructure the events,
Page 77 and 78: Neil 30 IT manager N.A. Violet 36 A
Page 79 and 80: areas were covered spontaneously as
Page 81 and 82: indication of important development
Page 83 and 84: starting with female clusters and t
Page 85 and 86: 6. Study 1 Results: An Emerging Cri
Page 87 and 88: This vignette is illustrative and i
Page 89 and 90: “By the time I moved into my own
Page 91 and 92: New vocational role In Phase 4, cri
Page 93 and 94: As Mary’s crisis emerges in her l
Page 95 and 96: Angela similarly learned to stand u
Page 97 and 98: university to do a degree in psycho
Page 99 and 100: of my building, heated through by i
Page 101 and 102: married with two children and was a
Page 103 and 104: acceptable.” (p.8). George was li
Page 105 and 106: “You know, I’d failed, it was t
Page 107 and 108: Phase 4 - Post-Crisis: Resolution A
Page 109 and 110: Phase 1 - Early Crisis: Constrictio
Page 111 and 112: In his early thirties, Leon finally
Page 113 and 114: Phase 1 - Early Crisis: Locked In A
Page 115 and 116: Phase 3 and 4: Exploration and Reso
Page 117 and 118: 6.6 Summary of the 4-Phase Pattern
Page 119 and 120: can also subtly undermine personal
Page 121 and 122: George developed a party-guy person
Page 123 and 124: sense of self, but meanwhile the se
Page 125 and 126:
process in order to help account fo
Page 127 and 128:
Data Collection In order to gain su
Page 129 and 130:
Brainstorm memo #2 - “Guy: proces
Page 131 and 132:
Results 7.3 Summary of Key Events i
Page 133 and 134:
“That’s a realisation looking b
Page 135 and 136:
efore the crisis Guy had lost the f
Page 137 and 138:
that were pushing upon me that this
Page 139 and 140:
Guy relates this behaviour to his s
Page 141 and 142:
“I’ve stopped allowing myself t
Page 143 and 144:
ecause an over-riding life emphasis
Page 145 and 146:
transformation and development, rat
Page 147 and 148:
8. Study 3: Crisis, Persona and the
Page 149 and 150:
Peer pressure Need for social acce
Page 151 and 152:
At the time of the crisis, Frank wa
Page 153 and 154:
Frank’s young Dream was to become
Page 155 and 156:
sham or an act. This dissonant dysf
Page 157 and 158:
the ranks. Nobody tells you that yo
Page 159 and 160:
“What I often refer to is a dress
Page 161 and 162:
Claire described the business world
Page 163 and 164:
a cellar, it’s really suffocating
Page 165 and 166:
environment, during which time she
Page 167 and 168:
and is no longer so concerned with
Page 169 and 170:
understanding early adult crisis. T
Page 171 and 172:
it leads to a lack of inner-outer b
Page 173 and 174:
they can be channelled to support a
Page 175 and 176:
9. A Conjectural Model of Early Adu
Page 177 and 178:
The motivation for entering into th
Page 179 and 180:
Phase 2: Separation Life Situation:
Page 181 and 182:
training programme, a philosophy de
Page 183 and 184:
“But I am going for jobs for diff
Page 185 and 186:
9.3 Eight Theoretical Precepts on C
Page 187 and 188:
homogeneity. For Jung, the removal
Page 189 and 190:
assertiveness, for to act in accord
Page 191 and 192:
throughout, and while this may glos
Page 193 and 194:
lifespan and the context of relatio
Page 195 and 196:
oth phases there is the description
Page 197 and 198:
“In order to make commitments to
Page 199 and 200:
Interactive Model and Smith’s Int
Page 201 and 202:
economic groups get married earlier
Page 203 and 204:
The Participant Feedback Exercise Y
Page 205 and 206:
Question 3 asked whether the model
Page 207 and 208:
10.9 Reflexive Considerations: The
Page 209 and 210:
work that suggested crisis does occ
Page 211 and 212:
may be of benefit to bring others i
Page 213 and 214:
In sum, the current study provides
Page 215 and 216:
References Ainsworth, M. (1967). In
Page 217 and 218:
Cabrera, N.J., Tamis-LeMonda, C.S.,
Page 219 and 220:
Festinger, L., Riecken, H.W. & Scha
Page 221 and 222:
Hudson, W.C. (1978). Persona and De
Page 223 and 224:
Lincoln, Y.S. & Guba, E.G. (1985).
Page 225 and 226:
Polkinghorne, D.E. (1988). Narrativ
Page 227 and 228:
Smith, J. (1991). Conceiving Selves
Page 229 and 230:
Appendices 224
Page 231 and 232:
SELF - process and structure • Wh
Page 233 and 234:
“Dancing became absolutely phenom
Page 235 and 236:
STUDY 3 - First Interview Schedule
Page 237 and 238:
o How would you describe your new j
Page 239 and 240:
Materialism • How do you think yo
Page 241 and 242:
• Are you still as driven by mone
Page 243 and 244:
Mark Interview 2 Schedule Pre-Crisi
Page 245 and 246:
Victoria - Interview 2 guide Pre-Cr
Page 247 and 248:
Claire - Interview 2 guide Pre-cris
Page 249 and 250:
Lilly - Interview 2 Schedule Pre-Cr
Page 251 and 252:
Information Sheet for Studies 1 and
Page 253 and 254:
APPENDIX C School of Psychology Bir
Page 255 and 256:
and so there was unused freedom. Lo
Page 257 and 258:
5/02/05 As the crisis progresses, G
Page 259 and 260:
Violet memos 09.02.05 Once again we
Page 261 and 262:
acceptance of genuine possibility,
Page 263 and 264:
All these ladies and gents went bac
Page 265 and 266:
accompany the post-partition state.
Page 267 and 268:
lack of available time to pursue an
Page 269 and 270:
Pragmatism and Pluralism properties
Page 271 and 272:
Cyclical and iterative nature of re
Page 273 and 274:
Gemma Interview 10 Case Summary Gem
Page 275 and 276:
Coding Frame and Quotes 1. Backgrou
Page 277 and 278:
were trying to crush it too.” 4
Page 279 and 280:
3d) Separation from old self 3e) Ne
Page 281 and 282:
Rob kids Working as advertising exe
Page 283 and 284:
Table XIX: Case Ordered Matrix of P
show all

DEVELOPMENTAL CRISIS IN EARLY ADULTHOOD: A ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?